Fall 2017

ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program

Courtney Beville
Logan Stana, Kindergarten, Plains Elementary School
Presentation Date: October 30th at 2:00pm
Submission Date: October 24th, 2017

To be completed by the practicum teacher:

__ I have reviewed this initial plan and approve it as written.
__ I have reviewed this initial plan and approve it with the recommendations noted. I expect to have a revised plan
that reflects these recommendations on the day the activity is presented.
__ I have reviewed this initial plan and recommend modifications as noted. I expect to have a revised plan that
reflects these recommendations one week before the activity is presented.

__ I have received this revised plan at least one week in advance.

______________________________________ ___________________________
Signature of Practicum Teacher Date Received

TITLE OF LESSON
Fall Friends Tree

CONTEXT OF LESSON
This activity is appropriate because it allows children to express themselves individuallu as well as see
themselves as part of a group. The students would be interested in this activity because they enjoy creating
their own work using art materials, and seeing their work displayed throughout the classroom. I will be
presenting this activity during enrichment time at the end of the day, to a small group of students at a time.

OBJECTIVES AND ASSESSMENT

Developmental Objectives Assessment

1. The students will use the scissors
correctly and safely when creating the
design for their leaf.
2. The students will share the paint
supplies as they are working on their
activity.
3. The students will follow the
instructions and refer to the picture cards
for guidance during the activity.
I will observe that children are holding the scissors in their dominate hand
with their thumb and index fingers in the appropriate holes. I will note
that the students are cutting away from their body and are only holding
the scissors while cutting. I will record any language or behavior that
occurs while the students are using the scissors and record in on the
attached data collection instrument.
I will observe the students as they are using the paint and record their
actions and behaviors. I will note that the students are sharing the amount
of materials that they have available use. I will listen to any language
about taking turns and using manners. I will record this in the attached
data collection instrument.
After explaining the activity and the available resource of the picture
cards, I will record any student that refers to the cards without my
direction. I will observe that the students are following the instructions
by noting the steps they take in the right order. I will also ask questions
such as What are you going to do next?. I will listen to any language
the students use about their process to complete the activity. I will record

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any observable behavior of students using the cards as guidance and

4. The students will place their leaf on the
group tree and write their name next to it.
include it in the attached data collection instrument.
Once the students have completed their leaf, they will pick a spot on the
tree to hang it. The student will then write his/her name near their leaf. I
will record this by assisting each student as they attach their leaf to the
tree. I will then observe them write their name. I will include any
completion or assistance of this in the data collection instrument.

COLLECTION OF ASSESSMENT DATA

*See the attached from*

RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)

Visual Communication and Production
K.3 The student will follow a sequence of steps used in creating works of art.
K.4 The student will create works of art that commemorate personal or community events
Civics
K.8 The student will demonstrate that being a good citizen involves
a) taking turns and sharing
g) participating successfully in group settings

MATERIALS NEEDED
. White/tan craft paper
. Watercolor paints
. Cups of water
. Paint brushes
. Poster board with tree trunk image
. Markers
. Stapler
. Scissors
. Paper towels
*I will be responsible for gathering all the materials*

PROCEDURE
Preparation of learning environment
Clean off a table that has plenty of space and lay down a paper towel for each student to work on. For time
management, have the paper already accordion folded for the students to being using. Have enough
scissors, cups of water, paint brushes, and watercolor paints spread around the table for all students to have
access. Place the instruction cards in the middle of the space so that they are visible to all the students.
Have the poster board with the tree trunk image near the table so that students can connect their artwork to
the finished product.
Engagement and introduction of the lesson
Introduce that activity to the children by telling them the process they will take to create their leaves.
Explain to the students that they will be creating their own piece of individual artwork by following the
steps of: First, choose a folded piece of paper. Next, cut off the end of the paper using a design of your
choosing. The end can be cut using a rounded, pointed, or zigzagged pattern on the end. Then, pick any
colors of your choosing to paint the leaf. Since they will be using water colors, explain to them how

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water must be mixed with the paint to get the desired color. Show them the instruction cards and explain
how they can be a resource as they work on their project.
Implementation of the lesson
During the lesson, I will act as a resource and an aid if any students need assistance. They will be
encouraged to work on their own to create work that reflects their own ideas. I will comment on the
students work and listen to them describe their thinking and decision making process to me. I will ask the
students to think about the leafs they have seen falling outside and some of the characteristics they have.
Closure
After the students have finished their leaf, refer to the poster board with the image of the tree trunk. Allow
the students to place the leaf anywhere on the tree, and write their name next to it. Explain to the students
how each individual leaf is unique and special just like they are. Then show the students how all the leafs
come together to make a beautiful tree even if they dont all look the same. Ask the students to think of
what makes them special and to also consider what makes them part of a whole.
Clean-up
Have the students clean up their area by closing any open supplies and throwing away their paper towels.
Assign some jobs so that students can rinse paint brushes, whip off the table, and return supplies to its
place.

DIFFERENTIATION
I will be prepared to alter the lesson based on students learning styles and abilities. For English Language
Learns, the instruction cards will include pictures to make visual connection with the instructions. For
students who need addition help with fine motor skills, I can assist with cutting and writing their name next to
their leafs on the tree. I will engage with all the students to ensure that they are understanding and enjoying
the activity. I can adjust my level of involvement to students who need more attention compared to those who
like to work individually.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
One of the biggest obstacles in this activity is the chance of spills and messes. This can be prepared for by
having supplies to clean spills and by also managing that the students are sharing materials and have easy
access to them. There might also be a problem with creating enough time for the students to complete their
work. This could be arranged for by having each student paint their leaf one day, allow them time to dry, and
hang them on the tree the following day.

Lesson Plan Reflection

As soon as possible after teaching your lesson, reflect on the experience. Use the questions/prompts below to guide
your thinking. Be thorough in your reflection and use specific examples to support your insights.

A. How did your actual lesson differ from your plans? Describe the changes you made & explain why you made
them. Be thorough & specific in your description.

B. Evaluate the impact of the lesson based on your plan for assessing learning and the individual data you
collected on each objective. Cite multiple examples of student behavior & language that document your
conclusions.

C. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to present this lesson again.

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D. If you were the teacher in this classroom, what follow-up experiences would you plan? (Develop your answer
based on the data that was collected and your observations during the lesson.)

E1. Share something you learned about young children as a result of planning and conducting the activity. Relate
this new knowledge to principles of child development or appropriate curriculum from your ELED 308 and
ECED 372 courses.

E2. Share something you learned about teaching as a result of planning and conducting this activity. Describe
how you will apply this new knowledge to upcoming opportunities for developing learning experiences for
children.

E3. Share something you learned about yourself as a result of planning & conducting this activity?

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